1. Pre-AP Strategies in Social Studies
Using Visual Materials
Rigor for all

2. Welcome!!!

3. Please sign in… After signing in take a …
Blue Post It if you teach grades 6-8.
Yellow Post It if you teach grades 9-12.
Pink Post It if you fit into a different category.
Administrator, curriculum resource, etc.
Write your name and the grade level(s) you teach on the Post It
Place your Post It on the AP/Pre AP Vertical Team Awareness Continuum.
Do a room read or thumb read for this. I know nothing about VT/ I have heard of VT/ I know about VT and use some VT strategies in my classroom/I am I am proficient in VT/AP/PreAP
8-8:15

4. As you find your seat…
Take a piece of cardstock and fold it in half (landscape…the long way)
On one side put your name
Write large so I can easily read it
On the other side create a visual for each of the following prompts.
A success of the past year
A challenge of the last year
One thing you want to do this summer.

5. Introductions Darlene Pope Jefferson Middle School, San Gabriel (CA)
35 yrs experience
Trainer for College Board, San Gabriel Unified, BTSA, & AVID (local and national); GEAR UP, AVID Coordinator & Elective teacher, HSS Department Chair
addresses
all handouts will be posted on my wordpress blog
8:15-8:30

6. Introductions… in table group take turns introducing yourself groups by sharing…
Your name
Where and what you teach
Years in Education
Your experience with Pre-AP, AP, or VT
One success and one challenge you face this year…
Your hope for today

7. Norms Cell phones off or on vibrate.
Step out side if you must answer your phone.
Limit side bar conversations.
There are scheduled breaks, however if you need to step out for any reason, please do so respectfully.
Honor other’s viewpoints and experiences.
Other norms you would like to add?
Also point out when the break is and where restrooms are. Put on a poster

8. Goals Evaluate the benefits and obstacles of using visual materials
Examine and apply visual analysis techniques
Use these techniques to improve students’ thinking and writing
We are operating from a set of premises that accept that visual sources are important in a social studies classroom
2. These sources should be analyzed in a logical sequence.
3. Visuals can stimulate inquiry
4. Information from visuals can be used to strengthen students’ writing and thinking
5. The increasing visual nature of the world makes this an even more critical skill.

9. Visual sources are often underutilized
Yet these sources…
Can enhance student writing and thinking
Stimulate inquiry
Are critical for success in rigorous classes (AP) and college
Are essential skills in an increasingly visual world
Bring in the idea of multiple intelligences and learning styles.

10. Goals-p2
1. & - of 2. 3. 4.
&
& +
With a partner use the anticipation guide to predict the focus of the six sections of the workshop. 

11. Agenda p. ii Pros & cons of visuals Cartoons Break Charts/graphs
Photographs
Lunch
Using visuals to think about and construct written passages
Using contrasting visuals to think about and construct written passages
How well did you do?
How many of use anticipation guides with students as a way to build prior knowledge and lead students to read with a question in mind…check for understanding…fix information that does not match…accuracy of guess is not as important as knowing what the thinking was that allowed you to make the prediciton.

12.  & - of p. 4 Read “Probing the Problem” 3 minutes + = I agree
√ = I disagree
y/b = yes, but
? = I have a question or need clarification
Make 2 charts one on current practice/ one on advantages and disadvantages. Have a sample cartoon/photo/graph for each table. Ask them to consider When faced with these sources of information what would your students be good at interpreting? Where would they struggle? What skills are required to get information from these sources?

13. Next… Respond in a quick write fashion to the prompts 1-3 on p. 5
5 minutes
Explain what a quickwrite is and how it is used. Possible handout

14. Share out… Current activities Advantages Challenges
Have participants record info on the charts. Ask for volunteers. Discuss scaffolding…post scaffolding progression on wall. What pitfalls must we as teachers be aware of as we investigate how to more effectively integrate visuals into our practice?

15. Silent Conversation Now find 2 partners Switch workbooks to the right
Use post its to respond to
one or two of the responses
in the book you received.
Initial your comments
Pass to the right again and repeat.
Return book to original owner. Read the comments

16. Section 2
Cartoon Analysis

17. HarpWeek: Cartoon of the Day
If you were a student how might you go about analyzing this cartoon…what challenges would you face. What skills or knowledge would you need?

18. Probing the Problem
What are the challenges and benefits of using cartoons in a social studies/history classroom?
Read and respond to this prompt as you read p.6
Use Post Its or write on the text.
Share one of your responses…
Give students a guiding question as they read a document /or analyze a visual to help focus their inquiry and prevent them from being overwhelmed.

19. Cartoon Analysis Time Action Caption Objects Summary
Providing students with an acronym gives them a structure with which to analyze and interpret a visual. How do you currently approach cartoon analysis? Use p 8 to explain each element

20. “A Society of Patriotic Ladies” Fleet Street (a London Magazine) 1775
Have participants analyze this cartoon using tacos…have copies of background info available. Do questions 1-6. After 10 minutes share out. Then move to next slide.
Another option… “What do you see and what does it tell you?” Use at the start of a topic or lesson to generate inquiry questions.

21. Thesis Address all parts of the prompt Takes a clear position
Provide categories
For investigation
For analysis
For explanation
Google Image Result for
Link is to a DBQ question that provides the following prompt.

22. In groups of 3-4 Create a thesis statement based on this question…
Although women did not have equality with men in the late 18th to early 19th century, the Revolutionary War helped to influence some of the early ideas of the feminist movement. What were some of their arguments for equality, and in what ways did they try to move toward it?

23. How to analyze a prompt.. 1. Underline the directive words
Circle the content words 2. do
what
Introduce these as options for analyzing prompts. Have participants use one to analyze prompt on next slide
Also hand out common types of prompts handout. Also hand out key terms sheet.

24. Although women did not have equality with men in the late 18th to early 19th century, the Revolutionary War helped to influence some of the early ideas of the feminist movement. What were some of their arguments for equality, and in what ways did they try to move toward it? Use the documents and your knowledge of the period from 1775 to 1825 to answer the question.
Ask for volunteers to underline highlight on white board if available. Have others create chart for prompt analysis

25. Now…
See if you can identify the parts of a thesis statement in your response
Try switching with another group.
Identify the parts of an effective thesis statement.
A suggestion.
Collect thesis statements and have students id the parts
Simple way to get students to write effective theses

26. Other approaches What do you see and what does it tell you? OPTICS
Good as an introductory activity
Can be used with any visual
Works well with Costa’s levels of inquiry
OPTICS
For any visual
Advantage-can be easily utilized on a test (only 1 acronym to remember)

27. OPTICS O = Overview P = Parts
T = Title (if not title is given…create one)
I = Interrelationships
C = Conclusion
S = Significance (optional)
8:50-9:00

29. … your copy of this editorial cartoon.
Use optics to analyze this slide

31. Chart and Graph Analysis
Section 3
Chart and Graph Analysis

32. Probing the Problem p. 11 Take a few minutes to read p11
Also jot down on the bottom of the page
How often and in what manner you use charts and graphs in your classroom
What challenges they present to you or your students
Charts/graphs work well in developing compare contrast and change over time.
Ask teachers how they currently use graphs and charts in their classrooms. Point out that once again portable acronym can give students a pathway to analyze these sources of information.

33. LUKCAS
Label Units Key Content Assumption/Attitudes Summary

34. Now… in your table groups
Use Lukcas to analyze the graph on p. 12
Respond to questions 1-7 in your manual (pp13-14)
Record your group’s responses to questions 8 & 9 on a pieces of chart paper
Share out to other groups
Monitor table groups

35. A Variation Attribute chart Name 1 Name 2 Attribute 1 Attribute 2
From: Content Area Reading And Literacy, ALvermann, Phelps, & Ridgeway.
Name 1
Name 2
Attribute 1
Attribute 2
Attribute 3
Then ask What is being compared? how are they similar? How are they different?

36. Another Variation Making generalizations For each chart or graph
make a statement
Support that statement with 2 facts
Make 2-3 generalizations about the group of charts/graphs
Support your generalization with facts from several different charts/graphs
Have participants choose two of the charts/graphs from india handout to practice with. Then share out. Discuss possible sources for data

37. Break Time
As you return read Probing the Problem for Section 4 on p16

39. Section 4 Photograph Analysis
How do you currently integrate photography into your lessons?

40. Posers
People
Objects
Setting
Engagement
Relationships
Summary

41. Use Posers To analyze either Create a group chart of your analysis
The photo on p. 17 or…
the photo on your table.
Create a group chart of your analysis
Johnstown Area Heritage Association (JAHA)! Immigration chart is from here

42. Why so much collaboration? …because we remember…
50% of what we see, hear, and say.
70% of what we discuss.
30% of what we see.
90% of what they do.
20% of what we hear.
90% of what they say as they do a thing
10% of what we read.
Working slide

43. Variations-developing historical perspective
Tableaus
I Am Poems
Flip book
Apply to film/documentary clips
Other ideas?
Point out 3&4 under the extension activities on p 21
Point out 3 & 4 under extension activities as being of particular value…#4 is a great one as an intro activity. What’s in your wallet?

44. Tableaus
3 Volunteers to take a perspective

45. ellis01

46. Break Time-5 minutes to stretch!

47. Section 5
Constructing Written Passages from Two (or more) Visual Sources
Extending the power of visuals by incorporating writing

48. Expanding on what we have learned steps 1-6 on pp
Use TACOS to evaluate each cartoon on pp
Create a poster to record your answers to questions 1-5 on pp 23, 24
Also brainstorm your prior knowledge for #6 on p. 27.
Be prepared to share…
Your findings
Where you struggled
What challenges your students might face.

49. Now let’s go one step further.
In your group create a prompt based on the visuals and your prior knowledge. Step 7
Switch prompts with another group and create a thesis statement as well as an introductory paragraph that responds to the prompt. Steps
Write your group’s response on a poster

50. Reflect… How might you use this in your classroom?
What scaffolding would your students need?
What content would you use?
Which visuals would work?
Don’t forget the visuals in your text book
How could you link them together?

51. Section 6
Conflicting visuals

52. Take a moment to read and respond to the “Probing the Problem” section on p. 29
What strategies or activities do you currently use to encourage students to..
Consider opposing viewpoints
Grapple with conflicting content

53. As we work through this final activity…
What difficulties do students encounter?
What are some possible solutions…

54. Now choose… To use the visuals on pages 32,33,43
You may also use the Thomas Nast cartoon handout…
The immigration visuals…

55. Complete the steps…
On 30, 31, 34, & 35…

56. Share out… Share your responses Share an idea for application
Share a difficulty your students might face in doing this type of activity.
How could you scaffold this type of activity for
Struggling students
Advanced students

57. Application
Consider
your content area
The needs of your student population
Pick three times to use some of the ideas/strategies you learned today.
Complete the implementation guide.

58. Analyze each one using any of the strategies introduced
Choose 2 visuals
Two are included on pages
25-26
Or you may choose to use the immigration chart, photo and the following graphic
Analyze each one using any of the strategies introduced

59. Create an essay prompt that could be answered using these visuals.
Complete question 6
What other information do you know about this topic and this time period?
Create an essay prompt that could be answered using these visuals.
First consider the type of question that they address

60. For each visual
Write a summary statement and an analysis of the visual/document that includes some/all of the following
Evaluating the reliability, validity, and accuracy of the source
Identifying the point of view of the source
Comparing/contrasting different interpretations of an event
Using accurate evidence to construct support
Creating inferences about sources
Red bullets are concrete examples of what elaboration “looks like”

61. One way to scaffold this process
Cite
Summary
Quote (describe an element of the visual)
Analysis

62. US was land of opportunity US was not land of opportunity
And another way… Create a chart… To what extent was the US a land of opportunity for immigrants arriving in the 19th and early 20th centuries?
US was land of opportunity
US was not land of opportunity
economic
political
social

63. Review the analysis of each visual/document …
Then create a thesis statement
Addresses all parts of the questions
Takes a position
Sets up categories
Categories translate into body paragraphs.
Refer to core structure.

64. Reflection & Evaluation
Remember copies of handouts and student samples are available at

65. Final questions, thoughts?
Contact info Darlene Pope
Please complete evaluations before leaving
Meeting Code:
Consultant Code:3077
Session Code:01

66. Identify the 4 faces looking to the left… You have 14 seconds …a task given to new immigrants when they arrived at Ellis Island.